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Visual learning

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"The first part of the book is concerned with differing theoretical approaches to visual analysis, and includes chapters on iconology, form, art history, ideology, semiotics and hermeneutics. The second part shifts from a theoretical to a medium-based approach and comprises chapters on fine art, photography, film, television and new media. These investigate the complex relationship between reality and visual representation." -- Book Jacket.

Visual learning. --- Visual literacy.

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The visual inputs we receive can be collectively called visual data. Precisely how one defines visual data is a key question to ask. That is one of the questions we asked each author who wrote a chapter for this book. If one comes to a decision with respect to what visual data are, then the next question becomes, “What are visual data like?” Then, “What do they mean?” As with any data, we can collect it and compile it, but if we don’t have some way to bring meaning it, it has little value to us. The answers may not be as straightforward as one might assume at the outset. The extent to which visual data permeates what we do as educators is such that it may be difficult to identify every discipline in which it emerges. In this book, we have tried to provide a forum for authors from a cross section of common disciplines: visual arts, English, literacy, mathematics, science, social science, and even higher education administration.

Education --- Visual learning. --- Research.

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"This book will establish a common vision for teaching with clarity in early childhood and a common language for talking about what the Visible Learning research looks like and sounds like in practice. The work of our youngest students is play. Play is creative, innovative, and filled with productive struggle and joyful engagement. In the early years, play lays the groundwork for making learning visible. Purposeful play makes children's learning explicit. As they engage in it, children know intuitively what they are trying and testing and what it will look like when they are successful. Through interactions and language, this intuitive knowledge becomes explicit: Young children can describe what they are learning, why they are learning it, and how they will know when they are successful. Aligned with what we know from the Visible Learning research, young children's learning moves through three phases: surface, deep, and transfer. In both play and non-play-based learning, early childhood educators can support children's movement through these phases of learning by selecting the right strategy at the right time. Through authentic examples that depict early childhood settings in three countries, this book will walk readers through experiences and teaching practices in the areas of math, literacy, art and music, and social and emotional learning"--

Visual learning --- Early childhood education

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Visual learning --- Learning, Psychology of. --- Cognition